چکیده:
Dynamic Assessment (DA) is theoretically framed within Vygotsky‟s Socio-Cultural Theory (SCT) and relies on reunification of assessment and instruction. This process-oriented study of reading comprehension aims at investigating the impacts of applying computerized dynamic assessment (C-DA) which is an ongoing strand of DA on promoting at-risk advanced Iranian EFL students‟ reading skills. The sample of this study comprised of 32 advanced BA students selected based on convenience sampling from Teaching English as a Foreign Language (TEFL) undergraduates from a university in Iran. In this study, the DIALANG software and the Computerized Dynamic Reading Test (CDRT) were utilized to identify the individuals‟ proficiency level and to examine the effectiveness of the enrichment program (EP) in DA respectively. Upon completion of the CDRT, the learners were presented with two mediated and unmediated scores. The formula called Learning Potential Score (LPS) was also utilized in order to measure the students‟ potential for learning. Analysis of the results showed that a pretest (unmediated) score was a sufficient indication neither for measuring individuals‟ ability nor for preparing an effective lesson plan for them. The findings of this investigation may prove to be significantly useful for those who are concerned about individuals requiring a lot of attention, that is, at-risk or retarded learners within the realm of DA.
خلاصه ماشینی:
"PURPOSE OF THE STUDY The study‟s main purpose is applying Computerized Dynamic Assessment (CDA) to the development of learners' reading ability in Iranian EFL context to see if it is effective to develop and implement DA procedure with atrisk students majoring in English.
As Table 4 shows the posttest results are indicative of high potential of these 5 participants (about 16%) in reading comprehension or of their different ZPDs. Their different performances in the posttest due to receiving the finelygrained gradual and contingent mediation offered by the CDA program disclosed both the ignorance of the nongainers by the NDA testing procedures and the importance of Vygotsky‟s perspective on the concepts of learners‟ independent performance (ZAD) and their mediated one (ZPD).
" Though using a sole gain score was not agreed upon by Kozulin and Garb (2002) because of its inadequacy in how learners‟ scores change, the present research made use of it as one of the methods in reaching the purpose of triangulation to identify the effects of CDA on promoting Iranian EFL students‟ reading skills and also as an indication to assist readers identify the differences between the participants‟ actual and mediated performance more obviously.
DISCUSSION In congruence with the aim of the study, that is to determine the effects of CDA on the atrisk participants‟ reading skills in the context of L2 (learners who are believed to have reached an endpoint regarding non dynamic assessments, that is, being nongainers in a better term), it was substantiated that a pretest (ZAD) score was an insufficient indication for both measuring an individual‟s ability and preparing an effective lesson plan for him/her as well."